Virtual Reality

, Volume 10, Issue 3, pp 241–252

Virtual reality and its role in removing the barriers that turn cognitive impairments into intellectual disability

Authors

    • Division of Rehabilitation and Ageing, School of Community Health SciencesUniversity of Nottingham
  • D. J. Brown
    • School of Computing and InformaticsNottingham Trent University
Original Article

DOI: 10.1007/s10055-006-0042-6

Cite this article as:
Standen, P.J. & Brown, D.J. Virtual Reality (2006) 10: 241. doi:10.1007/s10055-006-0042-6

Abstract

Early expectations of the contribution that virtual reality (VR) could make to education far exceeded actual applications. This was largely due to the initial immaturity of the technology and a lack of evidence base on which to base design and utilisation. While the early developments in computer based learning largely concentrated on mainstream education, leaving those with special needs behind, the potential of VR as an educational tool was exploited for those with intellectual disabilities right from the start. This paper describes the empirical evidence that has contributed to the development of educational virtual reality for those with intellectual disabilities: studies on transfer of learning from the virtual to the real world; how teachers might support those using VR; the design of virtual environments and what input/control devices best facilitate use of desktop VR. Future developments and ethical issues are also considered.

Keywords

Virtual reality Education Intellectual disability Cognitive impairments Tutor User sensitive inclusive design

Copyright information

© Springer-Verlag London Limited 2006